With 11 official languages and a national Curriculum and Policy Statement which pushes students to transition from home language medium instruction to English instruction at grade four, African home language learners in South Africa tend to face great difficulty in utilizing the Language of Learning and Teaching in content area subjects. This can impact student learning as primary school students develop, or struggle to develop, confidence, depending on their perceived abilities and outcomes. To explore student confidence in English medium content subject classrooms, this study employs a qualitative case-study design, interviewing and surveying 16 South African students from a school in the North West province. Results indicate that students consistently articulate confidence in their English skills despite demonstrating limited comfort and competence with the language. Additionally, students express preference for instruction in English, signaling their recognition of the importance of developing English fluency in a society in which English carries significant linguistic and socio-economic power. The study emphasizes the importance of intentional and consistent language use by teachers and students in developing improved competence for learners.
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